Here are some activities to practice pronunciation of new sounds: - I-spy games where children guess objects or pictures starting with a target sound - Sound bingo using pictures of objects with the target sound - Sound lotto using picture cards with the target sound - Sound charades where children act out words with the target sound for others to guess - Sound flashcards where children repeat words showing the target sound - Sound chains where children take turns saying a word starting with the last sound of the previous word - Songs, rhymes and chants focusing on words with the target sound - Tongue twisters emphasizing the target sound

1. SPEAKING WITH SUPPORT
DIDACTICS OF ENGLISH LANGUAGE
· Mohsine Jemmahri Ammar
· Andrea Madariaga Rodríguez

2. INDEX
· INTRODUCTION
· USING CLASSROOM PHRASES
- ACTIVITIES
· RHYMES AND SONGS
- TEACHING TIPS
- ACTIVITIES
· NEW VOCABULARY
- TEACHING TIPS
- ACTIVITIES
· VOCABULARY GAMES
- TEACHING TIPS
- ACTIVITIES
· NEW SONGS
- TEACHING TIPS
- ACTIVITIES

3. INTRODUCTION
 Speaking is one of the most important skills that our students need to
acquire because they are expected to be able to express many different
things as they do with their mother tongue.
 Teachers should use most of the class time practising speaking because
students have less oportunities to practise it outside the English classroom.
 What is more important is that teachers have to encourage all the efforts
that children make when they speak in English, listening carefully and
without interrupting to correct their small mistakes.

4. USING CLASSROOM PHRASES
Children speak in class when…
 They ask questions or tell
things that they want you to
know.
 They repeat comments.
 They use common
expresions in English lessons.
IT DOESN’T MEAN
LANGUAGE ACQUISITON
But they are…
 Getting used to saying English
sounds.
 Practising intonation pattern.
 Gaining confidence.

5. TEACHERS SHOULD INTRODUCE CLASSROOM PHRASES IN
THE SITUATIONS THEY ARE NORMALLY USED
In order to remember new phrases we can…
1st. Tell their meaning to the students.
2nd. Say it in English and then students repeat
it.
3rd. Create a “Classroom Phrases Corner” with
a set of the most common expressions.
4th. Read these expressions once a week to
automate their use.

6. ACTIVITIES
What do you have in
your backpack?
- Have you got…?
- Yes, I have got…
- No, I haven’t got…

7. SAYING RHYMES AND SINGING SONGS TO PRACTISE
PRONUNCIATION, STRESS AND INTONATION
Children like…
 Doing actions when they watch and
listen to their teacher saying rhymes
and chants. They soon begin to repeat
the words as they do the actions. This is
a type of conversation with the
teacher.
 Singing and performing.
 Learning songs that they can sing
at home.
This builds confidence and
a feeling of achievement
and it helps children feel at
ease with English.

8. We can use different resources:
 Songs
 Jolly Phonics
 Rhymes
 Tongue twister
 Chants
 Limericks
 Poetries
1. Adapt to the interest and
children’s age.
2. Adapt to their English level.
3. Be easy to remember.
They can have many uses.
· For enjoyment.
· Part of teaching plan.
· Change in activities.
· To revise vocabulary.
· For drama.
· To practise punctuation.

9. TEACHING TIPS
1. First short songs, rhymes, chants, etc.
2. Use familiar topics they are learning about.
3. Make sure they understand the gist of the lines.
4. Play with sounds.
5. Use simple instruments like bell.
6. Encourage them to say it outside school.

10. ACTIVITIES

11. PRACTISING NEW VOCABULARY
When children are listening to you they often repeat words and phrases naturally and
spontaneously. When you are introducing new vocabulary and learners want to
speak, you can:
 Encourage them to repeat the new items.
 Use pictures, sounds, and other senses, e.g. touch and feel materials, to support
meaning.
 Use gestures, movement, and actions.
 Get children to colour pictures of the new things they can name.
 Repeat new words as often as possible and use them in context.

12. TEACHING TIPS
1. Make class displays of pictures and other memory
aids to support new vocabulary.
2. Prepare to teach new words and phrases in a
meaningful way by linking with a topic they are
familiar with.

13. ACTIVITIES
To teach new
vocabulary in the
class we can use:
 Flashcards
 Songs
 Tales
 Rhymes
 Riddle
 Toys or objects
 Games
Who I
am?

14. Guessing, either or
questions and
classifying activities
 This is an easy way to extend
any activity and it lets children
repeat for a purpose, practice
new vocabulary and
consolidate vocabulary they
already know.
 Children are learning new
things all the time so it's easy
for them to forget. To help
children remember we can use
new words and phrases several
times in different ways.

15. What’s this?
5 ways of eliciting
language:
1. Wh- questions : What's
this?
2. Questions using intonation
only: A dog?
3. Questions using inversion:
Is this an elephant?
4. Unfinished sentence
questions with rising
intonation: This was a . .. ?
5. Either/or questions: Is this
an elephant or a kangaroo?

16. PLAYING VOCABULARY GAMES
Guessing games and
memory games are useful to
help children become
familiar with new vocabulary
in an enjoyable way.
When you show children what to
do and at the same time give
instructions for games in English,
they are listening to you with a
real purpose - to find out how to
play. They are also absorbing new
vocabulary and intonation
patterns.

17. TEACHING TIPS
1. Show children how to play the game and give instructions
in English while you are doing this.
2. Use lots of different games but use the same vocabulary
to help children become familiar.
3. New words and phrases need to be used a lot after you
have introduced them so that the children learn to use
actively.

18. ACTIVITIES
 Cards memory game
 Remembering a list
 Finding pairs
 Happy families
 Shopping games
 Crosswords
 Hangman
 Scatergories

19. TEACHING TIPS
1. When children are familiar with shopping play
routines, you can have two or three shop assistants and
more customers. Then they can play in groups.
2. With more advanced learners you can add lines to the
script:
Can I help you? What colour? White, please.

20. PRACTISING PRONUNCIATION OF NEW SOUNDS
Children acquire pronunciation
and intonation naturally by
listening to you. When you talk
they absorb the sound of the
language. But this doesn’t mean
that they will produce perfect
words or phrases when they begin
begin to speak in English.
Young children naturally like
playing with language. They can
mimic new sounds more easily
than older learners. When you
praise their efforts you are
motivating them to try again.
You can play games to
encourage them to practise the
sounds of English.

21. TEACHING TIPS
1. In the classroom you can arrange pictures of words with the same sound together: blue-shoe-two.
2. If the children can read, add the written word underneath.
3. Use actions to help children remember the face movement that produces the sound: Stretch your arms for wide mouth
sounds.
4. Use other expressions where you are playing the game 'I spy'. I can hear with my little ear a word beginning with ... I can
remember ... I can remember a word beginning with ...
5. You can use this little activity at any time and for one or two words to remind children of sounds and vocabulary.

22. ACTIVITIES
I spy with my little eye
something beginning
with…